Combined Unit Plan Assessment and Evaluation - 2009
Unit Name: Invasive Species / Ecosystems
Author: Jen Hawkins
Evaluator: Jay Fogleman
This assessment is a combination of three different forms. The first is meant to provide feedback on the degree that the unit plan has incorporated the main ideas about science teaching stressed in EDC 430 this semester. The second is the URI School of Education Rubric that is used across all the teaching methods courses to make sure that the Rhode Island Beginning Teacher Standards (RIBTs) are being addressed. The third component is the a rubric based on the National Science Teacher Association criteria for science teaching.
NOTE: All criteria on the SOE Rubric must score a 3 or above in order for you to begin student teaching. If this is not the case, you need to make revisions and email me so that I can re-evaluate based on your changes.
Completeness and Organization
Criteria
Points/Possible
Comments
1. Is the unit plan organized in a way that makes sense?
01/ (01)
2. Are all the components present? (e.g. Purpose, Concept Map or Outline, a complete Lesson Sequence, the appropriate number of Lesson Plans, a Rationale, and a Summative Assessment.)
10/ (12)
Some items initially incomplete.
3. Is the writing clear, engaging, proofread, formatted, etc.?
01/ (01)
Content
Criteria
Points/Possible
Comments
4. Are the standards unpacked to indicate subtopics? Prerequisite Knowledge, and Student preconceptions?
02/ (02)
5. Does each lesson include assessable objectives, i.e. statements about what students will be able to do at the end of the lesson that is evidence of their understandings?
02/ (02)
6. Do the plans have students doing something every day? Do students experience phenomena related to the topic? Do lessons for block schedules include several activities per day?
02/ (02)
7. Do laboratory activities include sufficient time/instruction for students to do/learn about science inquiry practices?
01/ (01)
Assessment
Criteria
Points/Possible
Comments
8. Do all lesson plans include questions that allow for formative assessment?
01 / (02)
First two lessons include questions.
9. Are students assessed at a variety of cognitive levels?
02 / (02)
Overall impression
10. What will students love (or at least enjoy) about this unit?
Investigating Narraganset Bay.
Creating artifacts such as web page and presentation.
11. What might be added to make this unit more engaging?
Need to add details, e.g. questions, instructions, etc, to each lesson after #2.
School of Education - Unit Plan Rubric 2009
Student Name:
Assessor:
Score:4
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:4
Evidence/ Comments:
NSTA Content Evaluation
Number
NSTA Standard
Portion of Unit Plan
Score
Evidence / Comments
1a. Content:
Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;
Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;
•Lecture/Discussions
(* Activities whose primary activity is conveying information)
1c.
Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure
Lesson Plans
1d,
understand research and can successfully design, conduct, report evaluate investigations in science.
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Inquiry Lesson Plan(s)
2. Nature of Science.
Candidates:
understand the historical and cultural development of science and the evolution of knowledge in their discipline;
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Lesson Plans
3. Inquiry
Candidates
understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge;
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Inquiry Lesson Plan(s)
4. Issues
Candidates
understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues;
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Unit Rationale
Lesson Plans
5.a General Teaching Skills
Candidates
vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding;
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Lesson Plans
5. c-e
Candidates
successfully organize and engage students in collaborative learning using different student group learning strategies;
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Lesson Plans
6. Curriculum
Candidates
understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards;
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Unit Rationale
Objectives
Concept Map
7
Community
Candidates
identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science;
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Lesson Plans
8. Assessment
Candidates
use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students;
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Assessment Plans
Lesson Plans
Summative Assessment
9. Safety
Candidates
understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials;
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Unit Name: Invasive Species / Ecosystems
Author: Jen Hawkins
Evaluator: Jay Fogleman
This assessment is a combination of three different forms. The first is meant to provide feedback on the degree that the unit plan has incorporated the main ideas about science teaching stressed in EDC 430 this semester. The second is the URI School of Education Rubric that is used across all the teaching methods courses to make sure that the Rhode Island Beginning Teacher Standards (RIBTs) are being addressed. The third component is the a rubric based on the National Science Teacher Association criteria for science teaching.
NOTE: All criteria on the SOE Rubric must score a 3 or above in order for you to begin student teaching. If this is not the case, you need to make revisions and email me so that I can re-evaluate based on your changes.
Completeness and Organization
Content
Assessment
Overall impression
10. What will students love (or at least enjoy) about this unit?
11. What might be added to make this unit more engaging?
School of Education - Unit Plan Rubric 2009
Student Name:
Assessor:
Score:4
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:4
Evidence/ Comments:
Score:3
Evidence/ Comments:
Score:4
Evidence/ Comments:
NSTA Content Evaluation
•Overview
•Rationale
•Unpacked GSEs
•Concept Map
(* Activities whose primary activity is conveying information)
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Candidates:
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Candidates
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Candidates
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Lesson Plans
Candidates
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Candidates
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Candidates
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Objectives
Concept Map
Community
Candidates
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Candidates
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Lesson Plans
Summative Assessment
Candidates
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.